Responding to School Bullying
Responding to School Bullying
Assume that you have been called before a Commission that wants to know if you can help to identify different kinds of school bullying and formulate a policy to deal with this anti-social behaviour in Hong Kong.
What would you advise the Commission? Specify the value premises that underlie each different policy implication of your recommendation. Back up your theoretical and substantive arguments with research evidence
Introduction
(Background)
Bullying always occur among a group of people, the more the people at a place, the more the potential bullying cases because there are diversities among them in terms of personality, manner, behaviour, etc. No one can deny that bullying always occur at schools since students have major cognitive transitions in adolescence. School bullying is a type of bullying that occurs in connection with education, either inside or outside of school. For a school, there should be effective policies for dealing with school bullying with values behind. The components of an anti-bullying policy may have the purposes of intervention and prevention.
(Stands)
It is true that the policy should tackle the root causes of school bullying/forming policies for school bullying should be based on the root problems.
(Arguments)
First, Bullying as a response to group and peer pressures within the school. Second, bullying is an outcome of the existence of specified social groups with different levels of power. Third, individual differences between people may be result in one person bullying another. Fourth, schools should employ teachers who have finished courses with certificates concerning anti-bullying strategy.
What is bullying
(Definition)
By Dan Olweus, the definition of bullying is that when a person is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she could hardly defending himself or herself, then the person is bullied. For school
Assume that you have been called before a Commission that wants to know if you can help to identify different kinds of school bullying and formulate a policy to deal with this anti-social behaviour in Hong Kong.
What would you advise the Commission? Specify the value premises that underlie each different policy implication of your recommendation. Back up your theoretical and substantive arguments with research evidence
Introduction
(Background)
Bullying always occur among a group of people, the more the people at a place, the more the potential bullying cases because there are diversities among them in terms of personality, manner, behaviour, etc. No one can deny that bullying always occur at schools since students have major cognitive transitions in adolescence. School bullying is a type of bullying that occurs in connection with education, either inside or outside of school. For a school, there should be effective policies for dealing with school bullying with values behind. The components of an anti-bullying policy may have the purposes of intervention and prevention.
(Stands)
It is true that the policy should tackle the root causes of school bullying/forming policies for school bullying should be based on the root problems.
(Arguments)
First, Bullying as a response to group and peer pressures within the school. Second, bullying is an outcome of the existence of specified social groups with different levels of power. Third, individual differences between people may be result in one person bullying another. Fourth, schools should employ teachers who have finished courses with certificates concerning anti-bullying strategy.
What is bullying
(Definition)
By Dan Olweus, the definition of bullying is that when a person is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she could hardly defending himself or herself, then the person is bullied. For school
References: Galloway, D. & Roland, E. (2004). Is the direct approach to reducing bullying always the best? In P.K. Smith, D. Pepler, & K. Rigby (Eds.), Bullying in schools: How successful can interventions be? (pp. 37-53). Cambridge: Cambridge University Press. Rigby, K. (n.d.). Australian Institute of Criminology - Trends & Issues in Crime and Criminal Justice. Australian Institute of Criminology - Home. Retrieved March 3, 2011, from http://www.aic.gov.au/publications/current%20series/tandi/241-260/tandi259/view%20paper.aspx Slee, P.T. & Rigby, K. 1993, "The relationship of Eysenck 's personality factors and self-esteem to bully/victim behaviour in Australian school boys", Personality and Individual Differences, vol. 14, pp. 371-73. Smith, P. K., Ananiadou, K., & Cowie, H. (2003). Interventions to Reduce School Bullying. Can J Psychiatry, 48(9), 591-599. Tattum, D., & Tattum, E. (1996). Bullying: A whole school response. In P. McCarthy, M. Sheehan, & W.Wilkie (Eds.), Bullying: From backyard to boardroom (pp. 13-23). Alexandria, NSW, Australia: Millennium Books. United States Department of Justice. (2010, January). School-Based Programs to Reduce Bullying and Victimization (Publication No. 2007-IJ-CX-0045). Retrieved from Department of Justice Reports Online: http://www.ncjrs.gov/pdffiles1/nij/grants/229377.pdf What is Bullying? Definition, statistics & Information on Bullying . (n.d.). Olweus Bullying Prevention Program from Hazelden & Clemson University. Retrieved March 3, 2011, from http://www.olweus.org/public/bullying.page Wong, D. S. (2004). School Bullying and Tackling Strategies in Hong Kong. International Journal of Offender Therapy and Comparative Criminology, 48(5), 537-553. http://www.umuc.edu/library/guides/apa.shtml#academicjournals